A descriptive study on the technology proficiency level of teachers as a means of evaluating and providing professional development to enhance the integration of technology into the curriculum

State and local educational organizations are expected to develop technology plans that infuse technology into the curriculum. However, implementing technology into the curriculum has presented enormous challenges for educational leaders and educators. The purpose of this research was to identify the factors that negatively affect infusion of technology into the classroom. The secondary purpose was to assist Peekskill City School District increase computer proficiency of staff members in order to meet NCLB mandates and New York Standards. Utilizing the research, the study recommended ways to overcome the identified factors in order to provide technology training so that teachers can and will effectively use technology resources in their classrooms.;Utilizing the quantitative evaluation research method, a Likert scale questionnaire was administered to 213 Peekskill City School District teaching staff grades PreK through grade eight. The questionnaire examined teacher perceptions regarding administrative support, professional development, and time available for training, and hardware and software issues that may negatively affect infusion of technology into the classroom. Three themes emerged from this research as contributing factors that inhibit technology: lack of dependable hardware and insufficient software, availability of time for professional development, and the need for training to use application software. In varying degrees the participants of this research had different abilities and training in using technology in the classroom. Administration support had minimal impact on teachers implementation of technology into classroom activities.;Technology is the road traveled that constantly changes because of innovation, and our needs and abilities are constantly shifting. Improving learning requires the environment in which teaching and learning occurs to also be improved. Leaders and educators need to reflect on their teaching practices and develop a vision determining where they are and where they think they want to be to meet the No Child Left Behind educational standards reform. Approaching technology as a learning tool to develop student skills advances student learning, academic achievement, and will allow the district to meet federal and state mandates. The heart of the technology plan should be the student and the role of technology in education as a tool for learning.